Anthologies composed for adolescent readers are rare in both Afrikaans and Dutch. These anthologies are published at quite lengthy intervals, because they are post-publications in which already published volumes are absorbed. These anthologies are, however, to an increasing extent the medium by which readers become aware of poetry and are also introduced to different poets. For that reason it can be concluded that anthologies inform poetic taste. The empathy and love towards poetry experienced by young children in both languages are gradually replaced by an apathetic attitude towards poems and even an antipathetic attitude in general during adolescence. The first reaction to poetry is usually emotional and this indicates the way for further intellectual development. When selecting poems for the adolescent reader, the different developmental aspects affecting the adolescent and his identity development must be taken into consideration. The needs of the adolescent reader must be kept in mind. Needs in reading develop as a result of general needs that should be satisfied in the first place. Should this be the case, the need for reading would develop. In this study different theoretical points of view, namely reader-response criticism, developmental psychology, general needs and reading-related needs are used to determine the representation of identity in poems. Specific theories of poetry are used as instruments in text studies and analyses with regard to representation of identity in anthologies for adolescents. Poems in Versreise (Vermaak et al.) and Met gekleurde billen zou her gelukkiger leven zijn (Van Coillie) are analysed focusing on the representation of time and space, speaker and perspective, atmosphere and metaphorical language. For the purposes of this study analyses were conducted to evaluate and interpret the representation of identity in the texts of both anthologies. The differences and similarities between the Afrikaans and Dutch poetry texts for the adolescent had to be identified. The differences were used to determine which type of text would support the Afrikaans identity, the Dutch identity or the Flemish identity. The similarities, on the other hand, were used to determine the type of text that would not appeal to the Afrikaans, Dutch or Flemish adolescents only, but to adolescents in general. In this study method-pluralism is scientifically unavoidable. Different methods were systematically combined to support the specific methods of approach. The research was done in accordance with four methods: a synopsis of existing and appropriate theory of literature and forming of theory with regard to relevant concepts and terms; the analyses of texts in two anthologies; a summary of critical opinions stated in different reviews as well as surveys and interviews based on consultations via e-mail with the different role players, i.e. the anthology composers, illustrators and publishers. / Thesis (MA (Afrikaans en Nederlands))--North-West University, Potchefstroom Campus, 2004.

Anthologies composed for adolescent readers are rare in both Afrikaans and Dutch. These anthologies are published at quite lengthy intervals, because they are post-publications in which already published volumes are absorbed. These anthologies are, however, to an increasing extent the medium by which readers become aware of poetry and are also introduced to different poets. For that reason it can be concluded that anthologies inform poetic taste. The empathy and love towards poetry experienced by young children in both languages are gradually replaced by an apathetic attitude towards poems and even an antipathetic attitude in general during adolescence. The first reaction to poetry is usually emotional and this indicates the way for further intellectual development. When selecting poems for the adolescent reader, the different developmental aspects affecting the adolescent and his identity development must be taken into consideration. The needs of the adolescent reader must be kept in mind. Needs in reading develop as a result of general needs that should be satisfied in the first place. Should this be the case, the need for reading would develop. In this study different theoretical points of view, namely reader-response criticism, developmental psychology, general needs and reading-related needs are used to determine the representation of identity in poems. Specific theories of poetry are used as instruments in text studies and analyses with regard to representation of identity in anthologies for adolescents. Poems in Versreise (Vermaak et al.) and Met gekleurde billen zou her gelukkiger leven zijn (Van Coillie) are analysed focusing on the representation of time and space, speaker and perspective, atmosphere and metaphorical language. For the purposes of this study analyses were conducted to evaluate and interpret the representation of identity in the texts of both anthologies. The differences and similarities between the Afrikaans and Dutch poetry texts for the adolescent had to be identified. The differences were used to determine which type of text would support the Afrikaans identity, the Dutch identity or the Flemish identity. The similarities, on the other hand, were used to determine the type of text that would not appeal to the Afrikaans, Dutch or Flemish adolescents only, but to adolescents in general. In this study method-pluralism is scientifically unavoidable. Different methods were systematically combined to support the specific methods of approach. The research was done in accordance with four methods: a synopsis of existing and appropriate theory of literature and forming of theory with regard to relevant concepts and terms; the analyses of texts in two anthologies; a summary of critical opinions stated in different reviews as well as surveys and interviews based on consultations via e-mail with the different role players, i.e. the anthology composers, illustrators and publishers. / Thesis (MA (Afrikaans en Nederlands))--North-West University, Potchefstroom Campus, 2004.

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This diploma thesis examines a phenomenon of the contemporary Finnish fantastic literature that seems to conquer the Finnish book market, also crossing the boarders and coming to the Czechia as well - Finnish Weird, or suomikumma. The aim of this work is to determine the reception of the Finnish Weird within the audience of the Czech readers. The theoretical part focuses on the fantastic literature and the position of Finnish Weird in it. The reader-response theory and the term horizon of expectations coined by Hans Robert Jauss provide the interpretation of how readers perceive the fantastic literature and what they expect from it. Works of the Finnish Weird fiction translated in Czech and responses of Czech readers are presented in the main part of the thesis. The research material is based on comments and reviews of the Czech readers published predominantly on the internet and on the internet book databases. Key words: contemporary Finnish literature, reader-response theory, horizon of expectation, genre, science fiction, fantasy, horor, speculative fiction, Weird, New Weird, Finnish Weird

Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.

Seguindo uma pista lançada pelo próprio Proust num texto crítico sobre a leitura, a crítica proustiana vem dedicando bastante espaço à compreensão deste tema na Recherche. Em geral, essa compreensão tem sido levada a cabo por meio da análise das figurações da leitura no romance de modo a construir o posicionamento teórico do escritor sobre a leitura que, por sua vez, funcionaria como modelo para a leitura da própria Recherche. Entretanto, essas análises apontam para incoerências e contradições que potencialmente poderiam invalidar seu caráter de modelo. Revisitando algumas das interpretações críticas bem como o próprio ensaio de Proust sobre a questão, esta tese defende que a compreensão da leitura da Recherche vai além da discussão da figuração do tema no texto. Para isso, propõe a análise do papel do leitor dimensão textual virtual que comporta diversas operações interpretativas potenciais. Controladas pela organização do texto, isto é, por sua disposição arquitetônica, em seus mais diversos planos, essas operações, uma vez percebidas pelos leitores (o que não se deu imediatamente na história da recepção da Recherche) sustentam essas leituras (críticas ou não) de modo que podem ser vistas como a base ou as condições de possibilidade de toda e qualquer interpretação. / Following the clue given by Proust himself on his essay on reading, recently, proustian critics have been paying a lot of attention to this theme in A la Recherche. In general, these interpretations analyse the figurations of reading in the text which, in turn, is used as a model for the reading of Prousts text. However, many of these analyses point out to incoherencies in Prousts theoretical discourse which can invalidate its status as a model for the reader. Revisiting some of the analyses on the topic and Prousts own essay On reading, this thesis tries to indicate that the understanding of the subject of reading should move beyond the discussion of its figuration in the text. In order to do that, we propose an analysis of the role of the reader a virtual textual dimension formed by the interpretive operations designed by the text itself. Controlled by the organization of the materials that form the text, these operations, once perceived by the reader, support many of the critical readings of Prousts text and so, they are, as it seems, the foundations for most of the readings of A la Recherche.

The diploma thesis discusses gender relationships, construction of romantic love, and questions of infidelity in the novel Unbearable Lightness of Being by Milan Kundera. These concepts are examined by means of feminist literary theories that deal with gender as an analytic category and that draw on resistant reading and reader response criticism as major theoretical and methodological points of analysis. The first analytical part focuses on the ways in which femininity and masculinity of the main characters are constructed within the context of patriarchal society under socialism. The second part of the analysis is devoted to various forms of love that appear among the characters. It investigates the role of these love schemes within the presented relationships and focuses on motives of infidelity while considering the gender identity of the characters. By employing gender analysis, this diploma thesis offers a new perspective that reflects on the reproduction of gender stereotypes and departs from existing interpretations of Kundera's major novel.

Austin's Speech Act Theory is a valuable tool for the analysis of a literary text. In interaction, the intentionand purpose-success of linguistic communication can be gauged by establishing whether participants have met felicity conditions and have respected maxims. When the Co-operative Principle is ignored, special effects are achieved and receivers can only make sense of utterances through implicature and inferences based on background knowledge and mutual contextual beliefs. In the drama, Buzani kubawo, characters interact on four levels of time in space and place. They reveal themselves and convey theme through their speech and actions. Conflict is entrenched by lines of force drawn between opposing characters and between sub-worlds contrasted. Cohesion, determined by plot structure, and form, expressed on the endophoric and exophoric levels, give meaning to the drama. The micro-analysis of the wedding scene illustrates how communication can misfire should the playwright allow it! / African Languages / M.A. (African languages)

Austin's Speech Act Theory is a valuable tool for the analysis of a literary text. In interaction, the intentionand purpose-success of linguistic communication can be gauged by establishing whether participants have met felicity conditions and have respected maxims. When the Co-operative Principle is ignored, special effects are achieved and receivers can only make sense of utterances through implicature and inferences based on background knowledge and mutual contextual beliefs. In the drama, Buzani kubawo, characters interact on four levels of time in space and place. They reveal themselves and convey theme through their speech and actions. Conflict is entrenched by lines of force drawn between opposing characters and between sub-worlds contrasted. Cohesion, determined by plot structure, and form, expressed on the endophoric and exophoric levels, give meaning to the drama. The micro-analysis of the wedding scene illustrates how communication can misfire should the playwright allow it! / African Languages / M.A. (African languages)

In this dissertation, I investigate the cognitive processes integral to intertextual readings by referring to the cognitive linguistics framework known as conceptual blending. I refer to different genres of intertextual texts and then explain these intertexts in terms of cognitive principles and processes, such as conceptual blending networks. By applying the framework of conceptual blending to intertexts within different genres, I suggest that the underlying cognitive processes are universal for the interpretation of any type of intertextual text. My findings indicate that conceptual blending underpins intertextuality which is cognitive, creative and dynamic in nature. This means that the meaning we construct from intertexts is dependent on the context in which they appear and cannot be studied in isolation. Investigating intertextual texts from a cognitive linguistics perspective reveals new inferences (such as the influence of implicit knowledge as a type of intertext) and the creativity involved in the meaning-making process. / Linguistics / M.A. (Linguistics)